FILE 9 The compression of textual or visual data into content-meaningful categories [..] e.g. words/text/images placed in the same category because they have similar meanings/connotations
Categories: generated by explicit coding rules. Content Analysis [CA] Pre-defined or emergent categories?
(Jigsaw puzzle analogy) Emergent:
Categories are devised following a preliminary analysis of the data Pre-defined:
Categories are established prior to the analysis (based on theory/assumptions) Pre-defined categories Changes in IL practice before and after FILE (profiling and evaluation)
Timing of impact
Definition of EBIL http://bit.ly/file_session8 The long-term impact of FILE http://www.wordle.net/ FILE 8 Qualitative Data Analysis (QDA) – Data Management and Interpretation Organise the data to facilitate interpretation:
Coding of data between cases (theme-based) or within cases (case-based). Determined by research questions.
Colour scheme or cut and paste.
Manual or QDA software Based on Thematic approach and Content Analysis
Word-frequency count (how many times does a word occur in the text?)
KWIC (attitudes/values covered by these entries?) QDA
Systematic; Comprehensive; Transparent
Time consuming/labour intensive; Focus on data mgt at expenses of interpretation Word cloud (Q 8) http://freeonlinesurveys.com/rendersurvey.asp?sid=v7an3qlj746i8cx809271 QDA activity Write down at least one question about information literacy related to one of the following topics:
1)How to deliver information literacy training for multi-level ability groups
2)How to condense the information literacy training down into one short session
3)Hints and Tips for delivering information literacy training Workshop: Everything you wanted to know about IL but were afraid to ask Devise a training the trainer workshop for IL educators based on your Content Analysis of the responses generated by this survey (length of the workshop to be determined by you). http://www.ucl.ac.uk/infostudies/research/ciber/social-media-report.pdf Word cloud What is analysed? Word-frequency count, i.e. how many times does a word/sentence occur in the text?
Keyword in context (KWIC), i.e. what are the attitudes, values, etc. conveyed by the text? Word-frequency count (how many times does a word occur in the text?) KWIC (attitudes/values covered by these entries?) Content Analysis of survey entries Identifies words of potential interest Searches for consistency of word usage in context [..] putting evidence back into practice and the notion of a 'cycle'.
Yes, particularly the use of reflection to create a 'cycle' of improving IL practice
Yes I do agree with this definition which basically fits in with the learning cycle in that it's a spiral where we are continually learning
Yes I agree but realistically it is not always possible to carry out the whole cycle! This is where collaborative working and sharing of training materials and good practice can help. [..] putting evidence back into practice and the notion of a 'cycle'.
[..] particularly the use of reflection to create a 'cycle' of improving IL practice
[..] I do agree with this definition which basically fits in with the learning cycle in that it's a spiral where we are continually learning
[..] I agree but realistically it is not always possible to carry out the whole cycle! This is where collaborative working and sharing of training materials and good practice can help. Definition of Evidence-Based IL (Q7) Evaluating the long-term impact of FILE reflective and continuous IL practice challenges C1 C2 C3 C4 C5 14 Feb (wk2) 7 March (wk5) 28 March (wk8) 3 May (wk11) 23 May (wk14) http://www.ilit.org/file/files/fileoutline2011.pdf Portfolio' Schedule Component 1: Identifying Professional Development targets (10%)
300 words max
Your own expectations of FILE contextualised within your current training experience. (Based on the personal statement in your application form).
Users’ profiles - and by implication their diverse information needs (based on your knowledge of your users)
Learning perspective - Your perspectives on what constitutes effective learning and how your view/experience of learning affects your role as facilitator of information literacy (based on the answer given in the online survey). wk4 - group presentations wk7 individual presentations wk10 IL sessions Your team has been asked to produce an IL profile of a user group of your choice. You will be required to explain your findings on this type of users in a group-based presentation (15 minutes per group). In addition you will write an individual evaluation of 300 words max. Use the criteria listed below to assess the performance of your group presentation and to arrive at a group-peer-based mark (on a scale of 1-10). You should also use the headings listed here in bold to structure your written individual evaluation. (NB While some overlap of content is assumed in the submission of this component by the members of the same team, you are expected to make this component unique through your own writing style).
Extent of knowledge of the audience explored
Appropriateness of the support proposed
Time keeping and allocation of time within the group
Cohesiveness in the delivery of the presentation
Effectiveness of communication
Eye contact and rapport with the local audience
Pacing of delivery
Effective use of slides
Clear design Brief: Component 2: Individual written evaluation (300 words max).The PowerPoint presentation in handout format (each member of the group will need to include this as an Appendix of Component 2). Component 3: Evaluating the individual presentation of the IL activity (30%)
You will deliver an individual presentation (5 minutes) and produce a written self-evaluation of 300 words max.
The self-evaluation should contain the reflection on your own performance in response to the feedback from tutor and peers and must be based on the following criteria:
• Knowledge of the audience
• Appropriateness of the learning outcomes (ie are these measurable?) and assessment (ie is this mapped onto the learning objectives? is it set at the appropriate level?)
• Effectiveness of communication
• Eye contact
and rapport with the local audience.
• Voice projection
• Pacing of delivery
• Effective use of slides
• Clear design
To be submitted
• The individual PowerPoint file (in hand-out format)
• A written self-evaluation (300 words max).
• Any accompanying documentation (included as an Appendix)
Outline for a 20 minutes IL activity to address the needs of a particular group of users (The group you choose could consist of a homogenous or a mixed group of users – different from Component 2).
The presentation lasts 5 minutes and must cover:
Title of the proposed activity
Audience profile (supported by a review of the current literature) including how to deal with possible gap between the existing competence of the users and those required for the activity
Learning outcomes and assessment strategy for an IL training activity
Focus on a simple IL activity by creating one from scratch or customising an existing one.
Please provide 1 printed copy of the presentation for the tutor before the presentation begins. In order to avoid confusion please specify your name, ID number and email address on the first slide of your printout together with title of your presentation (indicating the nature of the IL activity). Remember that you have only a short time for your presentation so keep the number of slides to a minimum, e.g. a 5 minutes presentation would enable you to go through a maximum of 4 slides including the slide containing the activity’s title at the start of your presentation, but excluding the slide containing the references used which should be printed in full slide format). Brief: Room 322 You are required to implement the IL activity identified in Component 3 in a 20 minutes training session which is schedule to run during the taught part of the course.
Your evaluation of this will be based on the feedback generated by the evaluation strategy employed to assess the impact of this activity.
The training session should cover the following sections which must be used in your evaluation as headings:
• Aim(s) of session (and of the IL activity covered)
• Learning outcomes and assessment strategy
• Evaluation strategy used to test the effectiveness of the session through the analysis of the feedback received.
NB points 1 and 2 above are already formulated in Component 3 but you may need to edit these following the tutor’s feedback. Component 4: Evaluating the individual
IL training session (40%)
To be submitted:
Written evaluation (400 words max) structured using the headings listed above.
Documentation used to deliver the IL activity and the evaluation strategy employed as well as the feedback received from the participants (include these as Appendices) Brief: Coding unit: word, sentence, paragraph Read the extracts from Q4 and identify a theme using the word frequency count and KWIC CA methods http://www.ilit.org/file/files/2011surveyq4.docx DIVERSITY
• Health related CPD students tend to have a more diverse range of experience and ability in the use of technology, compared to students on non-vocational academic courses, e.g. some will have been out of education for a while, with scanty experience of using the web, and unaware of its full potential for their studies. Others, may be more familiar with computers in a recreational sense, with little chance to use technology in a professional capacity; still others may have just finished a previous CPD course following their degree, and are wondering what an IL work-shop will teach them?
• Considering these scenarios, what methods would you employ to maintain productive interest within a group of approx. 25 ‘mixed-ability’ CPD students/trainees, such as those above?
• What do you think is the most useful thing that you can share with us about working with multi-level ability groups when you have only one short session? I have another question which doesn't really fit into any of these categories, so please ignore it if you wish! How do you enthuse all other members of library staff to realise that enabling information literacy skills should be the focus of all we do?
• Q - how can librarians deliver sessions to mixed experience / ability especially when we often only see them once and cannot really get much information on their prior experience before the session.
• Difficulties then arise over what are the threshold concepts and skills you want the students to learn - and they can vary from student to student. Where I work we still have a number of IT phobic students and some who struggle to understand what a book and journal are, while others think they are expert searchers and are very comfortable with computer / IT gadgets but then perhaps think Google has everything...
• How do you keep ahead of mixed-ability groups when there are 20 students and one of you?
• How can you cover as much as possible in an hour, ensuring that the recipients do not suffer from information overload and do actually retain something?
• How can you make a talk or presentation in an hour interesting and memorable
• What exercises/interactive activities can you use to keep the session interesting?
• How do you consolidate information literacy skills when you only see the students for one session at the start of their first year
• [..] how you can give valuable formative feedback to the attendees of such mixed groups on the work you set.
• How can you explain to users what IL is and sell to them why attending a course is to their benefit
• Besides sending out a questionnaire what other methods have proven to be successful in achieving useful feedback for the trainer following delivery of information literacy training?
PITCHED TO RIGHT LEVEL/CONTENT
• 1.Being able to make sure that the information is accurate and appropriate to the level of the learner.
• Agree I have a tendency to try and cover too much because we only see students for one session.
• What is the most useful content for short sessions for nursing staff and healthcare assistants?
• How to promote events on health information at a local level.
• What are the alternatives to the SCONUL Pillars as a model for delivering information literacy training?
• How to start developing and promoting information literacy training in support of being able to deliver effectively
• What follow-up action is recommended after delivering training to multi-level groups?
• What's the best tactic/incentive to get students to use journals?
• What is the best way to deliver information literacy training to groups of nurses which include mature students, and students with limited I.T skills. DIVERSITY
PITCHED TO RIGHT LEVEL/CONTENT
POOR ITSee the full transcript